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Until recently, computer science (CS) has been predominantly taught at upper-secondary or tertiary levels. Lately, however, CS curricula have been introduced into school systems from the very first year of school. In this paper, we undertake a participatory research approach, using focus group discussions between a group of experts in the field of evaluation and assessment at the primary level (K-5). The group considered the evaluation and assessment measures they have used, what their current needs are and how the CS education community can move towards meeting those needs. We present the discussion results as a position paper, situated in the context of broader education research. The experts identified three key priorities for the education research community: creating a universal taxonomy of assessment in the primary grades (K-5), creating measurements of student progression and growth over time, and creating culturally relevant evaluations and assessments. Through identifying key priorities, this work provides direction for urgently needed resource development and research directions for K-5 evaluation and assessment. 

With the growth of computing education research in the last decade, we have found a call for a strengthening of empiricism within the computing education research community. Computer science education researchers are being asked to focus not only the innovation that the research creates or the question it answers, but also on validating the claims we made about the work. In this session, we will explore the relationship between evaluation and computing education research and why it is so vital to the success of the many computing education initiatives underway. It will also help computing faculty engaged in computer science education research understand why it is essential to integrate evaluation and validation from the very first conceptual stages of their intervention programs. 

With the growth of computing education research in the last decade, we have found a call for a strengthening of empiricism within the computing education research community. Computer science education researchers are being asked to focus not only the innovation that the research creates or the question it answers, but also on validating the claims we made about the work. In this session, we will explore the relationship between evaluation and computing education research and why it is so vital to the success of the many computing education initiatives underway. It will also help computing faculty engaged in computer science education research understand why it is essential to integrate evaluation and validation from the very first conceptual stages of their intervention programs.